Comparing the effects of different timings to build computational and procedural fluency with complex computations.
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ABSTRACT: An alternating treatments design was used to compare (a) three, one-minute timings plus feedback after each timing, (b) one, three-minute timing plus feedback, and (c) one,one-minute timing without feedback (no treatment) on the calculation rates of four seventhgraders practicing three distinct mathematics complex computations. Complex computationsincluded order of operations, adding and subtracting fractions with uncommon denominators,and long division with and without a remainder. Components of the intervention comprisedof cue cards, practice sheets, and answer keys to self-manage feedback. Despite gains in correct problems per minute, performance differences could not be attributed to the number andlength of timed trials. Student responding increased in relation to the most stable and predictable procedures. Future directions for research are shared.KEY WORDS: Fluency Building, Mathematics Fluency, Complex Computation, Feedback,Self-Managed Intervention
